About the NAPCA Foundation
The NAPCA Foundation Inc., is a nonprofit, tax-exempt 501(c)(3) educational corporation which provides strategic leadership, administrative and educational support, and fiscal sponsorship for a consortium of five institutions working together with a similar purpose, mission and vision.
The five organizations include:
- National Association of Peer College Advisors
- National Association of Parent College Advisors
- National Association of Professional College & Career Advisors
- NAPCA Summer Academy
- NAPCA Weekend Academy
Each organization has its own office, its own students, staff and faculty, and its own distinctive approach to accomplish the mission and vision of NAPCA.
Here is a list of some of the administrative services we offer to each organization: Program Design and Development, Program Assessment & Evaluation, Risk management, human and financial resources, payroll and accounting, information technology – website and graphic design services, marketing, organizational capacity building, and other services.
The Foundation is led by a Board of Directors, which includes leaders in business, law, psychology, counseling, and education. The Board of Directors are assisted by an International Board of Advisors, comprised of community leaders in communities across the world, who provide advice, guidance, and resources. Grants from corporations, private foundations and individuals committed to our purpose driven mission support the NAPCA Foundation. Furthermore, the Board of Directors is committed to building NAPCA’s stature as one of the world’s preeminent nonprofit organizations dedicated exclusively to increasing 21st century students’ preparation to enroll in some form of postsecondary education and graduate with a high quality college degree or workforce relevant certificate and/or credential.
NAPCA Mission Statement
Our mission is to build a global student movement in thousands of high schools across the world by placing well trained and highly influential high school and college student leaders as Certified Peer College Advisors (CPCAs) to empower their peers to define their life’s purpose/career path, break through their barriers, and prepare to enroll and complete some form of postsecondary education, specifically to be prepared to enter high skilled careers or trades.
NAPCA Foundation is a 501(c)3 non-profit corporation.
NAPCA’s Peer College Advising Program (NAPCA) exist to build a global student movement in high schools across the world to empower students to define their life’s purpose/career path, break through their barriers, and prepare to enroll and complete some form of postsecondary education, specifically to be prepared to enter high skilled careers or trades. In the immediate term, NAPCA’s cost-effective peer college advising program serves as a critical source of talented, highly influential, and committed high school and college student leaders, who are recruited and trained as a NAPCA Certified Peer College Advisor (CPCA). CPCAs will guide, support, and encourage students in thousands of high schools across the U.S. and around the world to explore their future college and career path, define their life’s purpose/career path, break through their barriers, and prepare to enroll and complete some form of postsecondary education, specifically to be prepared to enter high skilled careers or trades.
Over the Long Run
Over the long run, NAPCA will produce thousands of CPCA alumni who will have the talent, conviction, insight, and experience to effect the fundamental changes necessary to realize our vision of educational opportunity for all. Our hope is that many of our CPCA alumni will have the desire to work directly for change at every level of our education system, while also exerting pressure for positive change from outside the system. We look forward to seeing our CPCAs:
- Serve as teachers, school counselors, college and career counselors, school principals, and district administrators.
- Work to remediate the challenges of poverty by working in careers supporting economic development, public health, social services, and law.
- Pioneering innovations in public service as social entrepreneurs.
- Shaping our priorities and policies as advocates, policy advisers, elected officials, and influencers in other sectors.
Over the next 10 years, NAPCA expects to have over 60,000 well trained certified peer college advisors (high school and college student leaders) in thousands of high schools across the globe, directly serving at least 5 million students over the next decade on the path to opportunity.
CPCAs will be committed to working toward the day where all youth and teens in communities across the U.S. and around the world will have the opportunity to be prepared to successfully enter and complete some form of postsecondary education or career/technical training, specifically to be prepared to enter high skilled careers and/or trades.
NAPCA Vision 2025
By the year 2025, we want 60 percent of the American population to hold high-quality college degrees and/or postsecondary career/technical training certificates, licenses, and credentials. Our nation’s current rate of college attainment amongst the U.S. population is about 40 percent. Like the Lumina Foundation for Education and other organizations that share this vision, NAPCA is contributing in the effort of increasing the U.S. college attainment rate to 60 percent by 2025.
Why this Vision Matters
Postsecondary education is a prerequisite for opportunity and success in the U.S. Increasing the level of higher education attainment among America’s 21st century students is crucial to the health of the nation’s economy, communities, and its democracy. The workplace now requires higher-level skills. In fact, according to noted labor economist Anthony Carnevale, 7 out of 10 jobs in the U.S. will require some level of postsecondary education by 2018 (Carnevale, 2014). If we hope to improve postsecondary education completion rates, we must concentrate our efforts on preparing all students school-wide in every high school in America to enroll and complete some form of postsecondary education.
Who We Serve
NAPCA serves all students in communities across the nation; but targets low income, first-generation, and underrepresented students, who aspire to prepare for, enroll in, and complete a high quality college degree or workforce relevant certificate or credential. NAPCA is committed to reaching and placing all students on track to breakthrough the academic and non-academic barriers to enter and complete some form of postsecondary education.
NAPCA serves all types of secondary schools, such as public, private, charter, boarding, and home schools. We also serve schools whose academic performance index (API) rank ranges from 1 being the lowest score through 10 being the highest score. However, we target schools with historically low college going rates.
At most four-year public and private colleges and universities (such as University of California and University of Southern California), the majority of students attending these universities have attended the highest-performing high schools, those with an API Rank of 6-10. Although NAPCA serves students from all types of high schools, the program targets under-represented students that attend low performing schools with low college-going rates; some of which send fewer than 10% of their graduates to a four-year college/university. In addition, NAPCA serves students from community colleges or two year colleges. Our goal is to help community college students successfully transfer to a four year college or university or graduate with a regionally accredited two year degree or workforce relevant certificate or credential, specifically to be prepared to enter high skilled careers or trades.
With the help of NAPCA, our nation’s colleges and universities are able to better meet their diversity objective of serving traditionally underrepresented students.
School Counselors, on average, spend less than 1 hour of postsecondary education counseling per student during the entire school year.
Only 35% of America’s college students graduate with a bachelor’s degree in four years and just over half (52%) graduate within six years.
The College Completion Crisis
The percentage of high school graduates enrolling in college is increasing for all racial and income groups (NASH & Education Trust, 2009); however, these gains in college access rates are not being matched by gains in college success rates. Only 35% of America’s college students graduate with a bachelor’s degree in four years and just over half (52%) graduate within six years (College Board, 2009; 2014). In addition, less than 10% of American students who are considered low-income, first generation college-students graduate from college with a bachelor’s degree by the age of 24 (postsecondary.org).
For students who attend college part-time, the completion rate is even lower: Less than 25% graduate within eight years (Complete College America, 2011). In today’s unforgiving labor market, college students must complete in order to compete; if they withdraw from college without completing a workforce relevant certificate, credential or degree, their prospects for finding gainful employment will be seriously jeopardized (Collins, 2009; Carnevale, 2014). Moreover, among those students who withdraw from college, 3 out of 10 leave with loan debt (Johnson et al., 2009). Thus, students who do not complete college pay a double penalty: They incur immediate debt and, at the same time, they forfeit subsequent income (and other benefits) associated with attainment of a postsecondary credential.
By 2020, 7 out of 10 jobs in the U.S., will require more than a high school diploma.
Graduation from high school became a national expectation following World War II. Today, the expectation is that all young people should continue their formal education after high school in order to compete in today’s workforce. Our “knowledge-based economy” now requires 7 out of every 10 jobs to be filled by someone who has completed at least some type of postsecondary education (Carnevale, 2014). Low-income students who never attend or graduate from college will have a hard road ahead. They are twice as likely to be unemployed. They will earn half as much as college graduates. They are more likely to end up in poverty. America’s future rests on our ability to develop the talent of all students regardless of their background.
College and Career Aspirations – Attainment Gap
Research shows that 9 out 10 students in low-income communities say they want to go to college to prepare to achieve their career aspirations. However, by the time they reach their senior year in high school, only a small fraction of students enroll in college, and of those who do start, less than 10% graduate from college by age 24 with a Bachelor’s Degree within six years (postsecondary.org). If we do not work to close the college and career aspirations – attainment gap, millions of low-income students across the globe who aspire to achieve their career aspirations or dream job will not have the knowledge, skills, relevant experiences, and the resources needed to enter the career of their choice.
College and Career Aspirations – Attainment Gap: The distance between a student’s stated college and career aspirations and the realization of completing some form of postsecondary education, specifically to be prepared to enter high skilled careers or trades.
Only 8% of Low-Income students enroll and graduate from college by age 24 with a Bachelor’s Degree within six years.
Over the past decades college enrollment rates have increased. However, research shows that there is a small percentage of low-income students that enroll in college, and of those who matriculate, only 8% graduate from college by age 24 with a Bachelor’s Degree within six years (postsecondary.org).
The first High School NAPCA Chapter was established in Fall 2010 in the Rialto Unified School District. Chapters were recognized as the student organization for student leaders who are interested in increasing their school’s college enrollment rate and building and sustaining a strong college culture where all students are expected to complete some form of postsecondary education after high school.
The chapter program was implemented as a pilot study by a graduate student research team led by Aaron W. Smith from the University of Southern California Rossier School of Education from Fall 2010 through Spring 2013. The goal of the pilot study was to determine the feasibility of NAPCA’s student-run peer college advising program and identify the components that are most important to the facilitation of the student-run college and career readiness school-wide intervention.
After evaluation of the program, NAPCA learned that the student-run peer college advising approach was successful at raising students’ college and career aspirations and helping students navigate the college application process. Additionally, the program evaluation revealed that the peer college advising approach provided students school-wide with the opportunity to have a meaningful relationship with at least one highly influential certified peer college advisor (CPCA) in addition to their professional school counselor, which helped meet the pressing demand for more one-on-one college advising than school counselors and college readiness programs could meet.
CPCAs met with students in many different settings (i.e., college/career center, in classrooms during lunch, cafeteria/snack bar, athletic events, etc.), providing for a variety of opportunities and perhaps a more natural advisor/advisee relationship. Furthermore, research showed that by placing well trained certified peer college advisors in high schools as assistants to school counselors/college counselors, NAPCA will help improve the student-to-counselor ratio, which provides better access to college advising and preparation services for all students school-wide.
Currently the organization is made of up of ten regions including their respective districts; each under the supervision of Regional Directors and District Directors.
Regional NAPCA administration function within the constitution of the International NAPCA Organization but may also create regional and district leadership structures, awards, and programs. Regional administration lead the membership and chapter operations of the region and are elected by NAPCA Board of Directors.
For more efficient administration, local peer college advising NAPCA Chapters are chartered through regional administration and assigned into one of our ten regions based on geographical location and density of population.
The 10 NAPCA regions include:
NAPCA West (AK, AZ, CA, HI, ID, NV, OR, UT, WA)
NAPCA Midwest (IA, NE, KS, MO, OK, CO, MT,WY)
NAPCA Central (WI, IL, IN, KY, MN, ND, SD)
NAPCA North Atlantic (MA, Eastern NY, Eastern PA, NJ, DE, CT, MD, DC, RI, ME, NH, VT)
NAPCA Southwest (AR, LA, NM, TX)
NAPCA Southeast (TN, AL, MS)
NAPCA South Atlantic (SC, GA, FL)
NAPCA Great Lakes (OH, WV, MI, Western PA, Western NY)
NAPCA Mid-Atlantic (VA, NC)
NAPCA International (All chapters located outside of the U.S.)
This webpage is being updated. Check back soon.
NAPCA Board of Advisors
Sean K. S. Shin, MBA (Vice President, NAPCA International Board of Advisors)
Sean is the President and Executive Director of the International Education Consulting Group in the Republic of Korea. He is also a Visiting Instructor at Sejong University in Seoul. Previously, he was Director of International Student Recruitment & ESL at the University of Minnesota, Crookston. He earned a Bachelor of Arts in Economics from SeJong University, a Master of Business Administration from SeJong/Syracuse University in Seoul, and currently pursuing a Doctor of Education degree in Global Educational Leadership from the University of Southern California – Rossier School of Education.
Marchelle Broussard, M.A, M.Ed. (Member, NAPCA International Board of Advisors)
Marchelle is an educator and career coach specializing in career development for youth. She has worked for the Los Angeles Unified School District’s Division of Adult and Career Education as a teacher and teacher advisor for 14 years with focused work for on workforce development with community based organizations (CBO) such as the Los Angeles City Mayor’s Office, City Council, Department of Water and Power, Cedars Sinai Medical Center, Bank of America, Los Angeles Mission and Shell Oil Company. She has also worked as an educational consultant for the Union Rescue Mission.
Mrs. Broussard earned her BA from University of California, Los Angeles in psychology, a MA in Behavioral Science: Negotiation and Conflict Management, and a second MA in Educational Administration from California State University Dominguez Hills. Mrs. Broussard is a Master Career Specialist with the National Career Development Association, credentialed as a Global Career Development Facilitator (GCDF), and a board eligible certified coach.
Mrs. Broussard is married to her husband Craig for 23 years and has two teenage sons Connor and Charles.
Aaron W. Smith, MBA, M.Ed., PPSC (President, NAPCA International Board of Advisors)
Aaron is President and Chief Executive Officer of the NAPCA Foundation. Aaron earned a Bachelor of Arts degree in Business & Sociology from the University of California, Berkeley. He then earned a Master of Business Administration with focus on Strategic Management & Marketing and a Master of Education in School Counseling with a PPSC/K-12 school counseling credential at the University of Southern California. In addition, Aaron is pursuing his Doctor of Education degree in Global Educational Leadership from the University of Southern California – USC Rossier School of Education.
Diane Lewis (Member, NAPCA International Board of Advisors)
Diane Lewis has been with working with NAPCA since 2011. Diane believes education is about teaching students to think, create, discover, and learn, not memorize answers to pass a test. She earned her BA in Liberal Studies from California State University, Northridge with an emphasis on Elementary and Middle School teaching, the foundation of all learning.
In 2003, Diane launched her company providing high quality, affordable in home tutoring for students. Initially conducting one on one tutoring sessions in her Orange County home, she branched out offering students/parents more options with A+ IN HOME TUTORS. The results produce exceptional students who reach higher academic goals, develop stronger self-confidence, and build an attitude of excellence in all they do.
Diane had the good fortune to attend high school at the American International School in Kabul, Afghanistan (pre-war time) where she built lifetime friendships that expand the globe. For more than 15 years, she ran a successful health and beauty business, teaching and training others to do the same.
Diane is writing her father’s memoirs, entitled The Education Warrior, travels the world, and enjoys an active, healthy lifestyle.
Norfina Joves (Member, NAPCA International Board of Advisors)
Norfina Joves is an Assistant Director with the College Board – Western Regional Office, State and District Partnership. She joined the College Board in 2011 as a Regional Associate and then promoted to Educational Specialist. Later assuming a director position, she is responsible for supporting College Board partnerships in California and Washington state and districts to drive college and career readiness for all students and that have broad impact across the region. She develops deep and meaningful relationships with members of the K-12 community, district and school leadership and when called upon, the governmental and legislative community aligned to state strategic goals in order to deliver opportunities to all students. She assists in developing account strategy and manage overall service model implementation for the region or Unified State Strategy. Norfina independently prepares and conducts complex data analysis at state, district, and/or school levels. Additionally, she independently plans and conducts in-depth, comprehensive and/or customized workshops and professional development programs for various constituents including district and school leadership, administrators, counselors, teachers, students/parents and community members. Prior to joining the College Board, she worked for the NAPCA Foundation as an Assistant Enrollment Manager within our NAPCA Summer Academy division at our USC. She also worked as a Family Engagement Assistant with LA Best Babies Network supporting the home visitation initiatives. She still serves in a part-time capacity as a Family Trainer with Power My Learning, a consultant for First 5 LA, and a writer for Noodle Partners. Norfina has extensive background in research, community advocacy, educational advocacy, and family training workshops addressing digital divide and learning gaps among low-income and under-served student population. She earned her Master in Teaching at USC and BS in Biological Sciences with a minor in psychology from Mount Saint Mary’s University. She has two daughters, a student-athlete attending college in Virginia and a junior in high school. In her spare time, she enjoys jewelry-making, volunteering, and watching sci-fi or horror films.
Aaron W. Smith, MBA, M.Ed., PPSC (NAPCA President & CEO)
Aaron is President and Chief Executive Officer of the NAPCA Foundation. Aaron earned a Bachelor of Arts degree in Business & Sociology from the University of California, Berkeley. He then earned a Master of Business Administration with focus on Strategic Management & Marketing and a Master of Education in School Counseling with a PPSC/K-12 school counseling credential at the University of Southern California. In addition, Aaron is pursuing a Doctor of Education degree in Global Educational Leadership from the University of Southern California – USC Rossier School of Education.
Mina Creswell (Assistant Director of Recruitment & Enrollment)
Candidate for the California State Assembly 2016
Mina is originally from Philadelphia, Pennsylvania where she graduated from West Chester University, with a BA in Communication studies. Mina is a Director for the Award-Winning Antelope Valley Hispanic Chamber of Commerce and the former Chair for the San Fernando Valley Veteran Employment Committee. Mina has served as the Director of Community Outreach, connection with students in San Diego, Los Angeles and Antelope Valley to promote education and career pathway programs. Mina was written up in Working World Magazine as a “Career Achiever”, working to serve, mentor and help to make the future of our youth and veterans lives better.
Matthew C. Andrews, Ph.D. (Assistant Director of Recruitment & Enrollment)
Matt is an educator and entrepreneur that conducts research on youth development. He developed national, college preparation software and curriculum that placed students in direct contact with college admission officers. Matt worked for the University of California Office of the President on initiatives, including A-G requirements and Educational Outreach Programs. He developed portfolio and performance assessments that are used by the University of Texas and Bureau of Indian Affairs. He managed the Good Work Project at the Stanford Center on Adolescence, and conducted longitudinal research on how youth find purpose to live and learn. He is currently raising 4 boys and actively involved in athletics and performing arts in the Silicon Valley.
Patrick Thibault (Assistant Director of Recruitment & Enrollment)
Born in Quebec City, Patrick grew up in Canada and Florida. He earned a M.B.A. in Management, and a Master’s in Economics before focusing on project management in the aerospace industry. He also has a strong background in education, as he served as project manager for the centennial institution of Jesus-Marie College, and as lecturer for Florida State University. As foreign student, he went through the entire process of applying to grad schools, soliciting grants, and complying to visa paperwork. His involvement in international development earned him a prestigious award from the Florida-Canada Linkage Institute. Today, he lives in Los Angeles and wishes to promote education opportunities to the youth. His main goal is to assist students in achieving their academic dreams and not shy away from their potential.
Michael Jenkins (Assistant Director of Recruitment & Enrollment)
Michael Jenkins is a board certified coach and the creator of Productive Change Management — a program to assist smart business professionals and teams to improve communication and overall performance.
He is a dedicated human development professional and has more than 30 years of experience in healthcare services and business development. He received his bachelor’s degree from San Diego State University, and a Master’s Degree in Organizational Management from the University of Phoenix.
Michael is a U.S. Navy veteran, and was a founding board member of a San Diego Chamber Business Organization. He is also a contributing author to the bestselling book: ““EXPERTS WISDOM” – Life-Changing Principles & Transformational Business Strategies from the Go-To Authorities.
Daniel Thorpe, PhD candidate (Engineering Intructor)
Daniel Thorpe is an adjunct professor and Ph.D. candidate at the Harvard School of Engineering and Applied Sciences (SEAS). He is broadly interested in efficient, appropriate mitigation of climate change and rapid decarbonization of the world’s energy supply. Specific interests at the moment include nano-engineering and the possible expansion of nuclear power and highly complex but potentially low-cost mitigation efforts like climate-aware urban planning in new cities and developments, and transnational emissions reductions schemes like the CDM.
Daniel works for a startup company called Carbon Engineering with founder, and Harvard Professor, Dr. David Keith, learning about the company’s technology and ways to improve it—which will be the subject of his Ph.D. thesis. Carbon Engineering is building a power plant to test their industrial-scale CO2 air capture technology. When he is not on the job, Daniel enjoys hiking and meditating in the Canadian Rockies.
Angi Acocella, M.S. (Engineering Instructor)
Angi graduated Cum Laude with a B.S. in Mechanical engineering and holds an M.S. in Technology & Policy in Energy Systems Engineering from MIT. While at MIT, she was a Fellow of the Tata Center for Technology & Design, and developed an economic model to determine the price point of a novel technology that converts wasted methane gas into a useable liquid fuel using an internal combustion engine as a chemical reactor, which was applied to both the United States and India.
After graduating from MIT, she became a Research Associate/Instructor at the Harvard Business School researching mechanisms for the privatization of Space flight and exploration, a position that she currently holds. Angi thoroughly enjoys travelling; she has done field research in India over a two-year period, and has presented her work in Australia, Korea, and throughout the United States. She has experience teaching leadership and STEM courses to high school and college students in small groups and in hands-on, student-centered approach learning on high ropes courses.
In her free time, Angi enjoys cooking, traveling, going to concerts, being active and outdoors, rock climbing, practicing yoga, and competing in military obstacle course races.
Dr. Rosalia Rabinovsky, Ph.D. (Medicine & Science Instructor)
In 2003, Rosalia graduated and received her Ph.D in Cancer Immunology from Hebrew University, Jerusalem, Israel, where she developed a drug based, murin study model, for induction on dormancy in metastatic prostate cancer. Between the years 2003 and 2010, Rosalia conducted her post-doctorate academic research at Dana-Farber Institute, Harvard Medical School where she discovered the direct interaction between the unphosphorylated tumor suppressor PTEN and the regulatory subunits (p85α and β) and the functional subunit (p110 β) of the oncogene PI3K and the effect if this interaction on Herceptin (Trastuzumab) efficiency as part of the effort to understand the players leading to Cancer development and efficiently of drugs.
After completing her post-doctorate research, Rosalia moved to the Biotech industry concentrating on personalized medicine approach to treatment and conducting biomarkers and drug discovery research for Oncological and Immunological diseases. She served on the mentoring committee of the Association of Women in Science (AWIS-Mass Chapter.) Rosalia was awarded a scholar in Training Award from the AACR, the DOD Prostate Cancer Research Award, and Prostate Foundation awards during her doctorate and postdoctoral years. Her work is published in peer-reviewed magazines, proceedings, and books. Since 2013, she has concentrated on teaching the next generation of scientists. Rosalia’s teaching philosophy is to teach and provide tools so the student can succeed on his/her own. Her focus is helping students develop scientific critical thinking. She is currently teaching a variety of science courses at Harvard University.
Dr. Ronald A. Arky, MD (Guest Lecturer for NAPCA’s Medicine & Science Students).
Dr. Arky welcomed our students to the Harvard Medical School and provided an overview of Harvard Medical School. Dr. Ronald A. Arky, M.D. is the Daniel D. Federman Professor of Medicine and Medical Education at the Harvard Medical School and Master of the Francis Weld Peabody Society at that School. He is a Board-certified internist with specialty training in Endocrinology and Diabetes. His career has been devoted to medical education at the undergraduate, post-graduate and continuing education levels. For 23 years he served as Chairman of the Department of Medicine at Mount Auburn Hospital in Cambridge, MA and simultaneously as the residency training director in Internal Medicine at that Hospital. Nationally, Dr. Arky has been president of the American Diabetes Association and of the Association of the Program Directors in Internal Medicine. He is a Master of the American College of Physicians and has served on the editorial boards of the New England Journal of Medicine and American Journal of Medicine. He has served as chair of both Massachusetts Medical Society’s Committee on Education, Committee on Publications and Committee on Ethics and Grievances. For his many years of devoted service Dr. Arky received ‘The Award for Health Education’ that was presented to him by the AMA in 2000 and the ‘Robert Glaser Award’ presented by the American Association of Medical Colleges in 2009.
For the last 23 years, Dr. Arky has been involved in medical student education. He has contributed to the design of both pre-clinical and clinical curricula and in particular, played an instrumental role in the creation of the Cambridge Integrated Clerkship. He also played a key role in the development of combined degree programs, such as the MD/MBA program, and continues to monitor their progress. In his role as Master of the Peabody Society at Harvard, he oversees the academic and professional development of a cadre of medical students throughout their stay at the School. He is involved in career counseling and in the assessment of the School’s graduates during their post-graduate training and later in their careers.
Philip Blackett, M.B.A. (Business Instructor)
Philip Blackett is the founder of Magnetic Interviewing™ LLC and is currently a graduate student at the Harvard Business School. Before attending Harvard Business School, Philip worked as a Senior Communications Specialist within Corporate & Global Marketing at FedEx Services. While at FedEx, he also worked on the Global Citizenship team. On that team, he was involved in Corporate Social Responsibility efforts, particularly in the Environment, where he led the company’s EarthSmart Outreach projects nationwide in April 2012.
After graduating from college, Philip first worked as an Equity Research Analyst at The Goldman Sachs Group in New York City, where he was on the Small / Mid Cap Research team. Philip graduated from the University of North Carolina at Chapel Hill, majoring in Political Science and Economics, as a John Motley Morehead-Cain Scholar. While in college, Philip volunteered for Operation Crossroads Africa in Lesotho, interned for the non-profit One Economy Corporation in Washington, DC, worked as a Marketing intern at FedEx Express in São Paulo, Brazil and interned at The Goldman Sachs Group as a Credit Research Summer Analyst in New York City.
When Philip graduated from his high school, he was accepted to every college that he applied, including Harvard University, University of Pennsylvania, Brown University, Yale University, University of North Carolina at Chapel Hill, Washington University at St. Louis, and University of California at Los Angeles (UCLA). What motivates Philip is his life purpose to empower millions of young people worldwide to realize their full potential, live more abundantly and pay it forward.
Tara McMahon Brophy, M.Ed. (College Writing/English Instructor)
Mrs. Brophy is a dedicated English Language Arts instructor with over a decade of experience teaching ELA, tutoring, writing, and academic and communication coaching for summer programs at HARVARD University. Her diverse background in education, broadcast news, content marketing and training and development puts her in a unique position to do what she loves the most – share her passion for improving writing and communication skills with students. Specializing in college entrance essay writing, Mrs. Brophy has helped a number of students position themselves to gain entrance to their post-secondary school choice. Mrs. Brophy earned her M.Ed. in Education/English Language Arts and her B.A. in Speech Communication/Public Relations.
NAPCA Foundation Re-Opens the NAPCA Peer College Advising Training and Certification Program Summer 2017 in Los Angeles, CA.
Starting in June 2017, NAPCA will re-open the NAPCA Peer College Advising Training and Certification Program at their new training facility located in Southern California. High school and college student leaders will have the opportunity to train to become Certified Peer College Advisors and receive the CPCA Designation.
NAPCA Peer College Advising Chapter Program is Accepting Applications from High School & College Student Leaders to Become a Certified Peer College Advisor.
The NAPCA Peer College Advising Chapter Program is now accepting applications for high school and college student leaders to become Certified Peer College Advisors (CPCAs). CPCAs work with middle, high school, and two-year college students from all backgrounds (including students with disabilities and non-disabled students) to build their college and career aspirations. If you’re a high school or college student interested in empowering your peers to define their life’s purpose/career path, break through their barriers, and prepare to enroll and complete some form of postsecondary education, specifically to be prepared to enter high skilled careers or trades, visit
http://studentleaders.napcaonline.org/become-certified-peer-college-advisor/ to apply to become a Certified Peer College Advisor (CPCA).
NAPCA Peer College Advising Chapter Program is Accepting Applications from High School & College Student Leaders to Start a NAPCA Chapter at their high school or college campus.
The NAPCA High School and College Chapters are student-run peer college advising programs on high school and community college campuses across the globe. Chapters are recognized as the student organization for student leaders who are interested in increasing their school’s college enrollment and transfer rates and strengthening their school’s college-going culture where all students are expected to complete some form of postsecondary education after high school. To start a NAPCA Chpater, please visit http://studentleaders.napcaonline.org/start-napca-chapter.
Thank you for your interest in working for NAPCA. To provide our students with the best possible experience, it is imperative we hire the very best staff. As an employee, you will have the opportunity to contribute to the creation of a supportive, structured, and safe community that caters to the academic, social and emotional needs of our students. As you peruse our website, we think you will become as excited as we are about working for our students and programs! Here are just a few of the many reasons to join us:
- Be a positive influence in the lives of young people
- Get a wide variety of leadership and classroom experience
- Work with colleagues and students from all around the country and the world
- Contribute to a creative and challenging academic environment
- Facilitate unique course offerings in a variety of content areas
- Grow your own potential as an educator or youth leader
To join the NAPCA Team, fill out the Employment Interest Online Form.
Welcome Letter from NAPCA President & CEO
On behalf of the directors, management, staff and students of the National Association of Peer College Advisors or better known as NAPCA, I would like to take this opportunity to welcome you to our new and improved official website.
I am pleased you have decided to take an interest in learning about NAPCA. I encourage you to get to know us and please use our website to explore who we are, our Mission, and all of the programs and services we offer.
Our updated website reflects the character of NAPCA, bold and youthful, but with the maturity of a responsible and seasoned organization. It will serve as our main communication tool with future and returning students, future and active members, certified peer college advisors (CPCA’s), parents, alumni, donors, educators and counselors, secondary schools and colleges, and community and faith based organizations. The site will incorporate social networking tools such as Facebook and Twitter as we work to find new ways to communicate with our target audience.
Thank you for visiting our improved website. I invite you to “like” us on Facebook.
Aaron W. Smith
President & CEO